Bloom Taxonomy Lesson Plan

Using Bloom Taxonomy in the classroom is inviting students to think at higher levels, which is a way to encourage students thought processes. Being an approach to make sure an educator can challenge their students beyond the level of mere factual recall. In Bloom Taxonomy the levels increase in degrees of difficulty and students must be able to master the first level before the next can occur. In science you need to start a lesson plan by testing your students' ability to recall learned factual information. One of the first things I would do when planning a lesson in regards to the cognitive objectives of Blooms Taxonomy, is to start with memorization of facts and definitions. I would make sure the lesson I was planning would demonstrate the
An incidence during my fieldwork experience where I observed the teacher using Bloom Taxonomy objective to promote the learning outcomes for students was during a cell transport lesson. Students were given the task to illustrate the process of osmosis, diffusion as well as active and passive transports across the cell membrane. The teacher grouped the students into four and gave each group cell membrane process. She then asked the students to each illustrate the process on a blank sheet of paper using colored pencils she had provided. She gave the students quite a bit of time to work together on discussing what the processes were and how the processes take place. After the allotted time, she switched two students from each group and then paired them up with a different group. She had the students then explain the processes of cell membrane to the other students using the illustrations they had drawn. This lesson plan objective used the cognitive level of application, since the students were applying what they know about cellular transport in a drawing by illustrating the different processes promoting learning outcomes for each of the students as well as each group. Another great incident I observed was the use of cognitive level of